2
WESTCOTT developmental psych final Exam with accurate detailed || || || || || || || ||
answers
Continuous Development vs discontinuous development || || || ||
gradual change vs distinct stages at specific ages
|| || || || || || ||
nuclear family ||
a child lives with two married biologically-related parents and with only full siblings, if
|| || || || || || || || || || || || || ||
siblings are present. || ||
cohabiting families ||
a child's parent lives with at least one opposite‐sex, non-related adult. This additional adult
|| || || || || || || || || || || || || ||
may or may not be the biological parent of the child.
|| || || || || || || || || ||
Same‐sex cohabiting/married families || ||
a child's parent lives with at least one same‐sex, non-related adult. The additional adult may
|| || || || || || || || || || || || || ||
or may not be the biological parent of the child.
|| || || || || || || || || ||
Stepfamilies and blended families || || ||
children who live in a household formed through remarriage resulting in children living
|| || || || || || || || || || || || ||
with one or no biologically-related parents. The presence of a stepparent, stepsibling, or
|| || || || || || || || || || || || ||
half‐sibling designates a family as blended || || || || ||
family processes ||
strategies used by family members to maximize family goals || || || || || || || ||
The universal family functions
|| || ||
economic support, emotional support, socialization of children, control of sexuality
|| || || || || || || || || ||
procreation, ascribed status || ||
Over time parents with more difficult children become
|| || || || || || ||
more punitive less patient with their children
|| || || || || ||
8 Stages of human development
|| || || ||
prenatal, infancy/toddlerhood, early childhood, middle childhood, adolescence, early
|| || || || || || || ||
adulthood, middle adulthood, late adulthood || || || ||
,2
Paul Baltes' Life Span Perspective
|| || || ||
development is lifelong, multidimensional, multidirectional, plastic, influence by|| || || || || || || ||
sociocultural influences, multidisciplinary || ||
normative age-graded influences || ||
biological and environmental influences that are similar for individuals in a particular age
|| || || || || || || || || || || || ||
group
normative history-graded influences || ||
influences that are common to people of a particular generation because of historical
|| || || || || || || || || || || || ||
circumstances
What two components are significant early on in the psychosocial domain?
|| || || || || || || || || ||
Temperament and Attachment || ||
What kind of development is gradual?
|| || || || ||
Continuous Development ||
What needs to be assessed in order to understand the role family members have in
|| || || || || || || || || || || || || || ||
individual development? ||
Processes, Functions, and Family Structures || || || ||
Parents who are ____, ___, and ____ help support their children's autonomy.
|| || || || || || || || || || ||
More agreeable, less anxious, and less negative
|| || || || || ||
Over time, parents of more difficult children may become ___ punitive and ___ patient with
|| || || || || || || || || || || || || ||
their children.
|| ||
More, Less ||
How many stages of development do developmetlists believe there are?
|| || || || || || || || ||
8
At what stage of development does conception occur?
|| || || || || || ||
Prenatal development ||
stages of prenatal development
|| || ||
germinal, embryonic, fetal || ||
,2
What two things influence infants and toddlers' interactions with primary caregivers (or
|| || || || || || || || || || || ||
others)?
Separation anxiety and attachment styles || || || ||
What three aging processes can late adulthood individuals experience?
|| || || || || || || ||
Optimal, Normal, and Impaired aging || || || ||
At what age does a brain reach adult size?
|| || || || || || || ||
7
At what developmental stage are we at most risk for involvement in violent crimes and
|| || || || || || || || || || || || || || ||
substance abuse? ||
Early Adulthood ||
theory
s a well-developed set of ideas that propose an explanation for observed phenomena that
|| || || || || || || || || || || || || ||
can be used to make predictions about future observations.
|| || || || || || || ||
Hypothesis
is a testable prediction that is arrived at logically from a theory.
|| || || || || || || || || || ||
three key issues for theories
|| || || ||
passive vs active, continuity vs discontinuity, nature vs nurture
|| || || || || || || ||
G. Stanley Hall
|| ||
influenced by Darwin, believed children develop over lifetime in same way species evolved
|| || || || || || || || || || || ||
James Mark Baldwin || ||
conducted quantitative and experimental research on infant development || || || || || || ||
John B. Watson || ||
founder of behaviroism, all behaviors are learned he thought, criticized book warning
|| || || || || || || || || || || ||
against mothers providing too much love || || || || ||
sigmund freud ||
model of psychosexual development || || ||
Arnold Gesell ||
, 2
student of G. Stanely Hall, carried out first large scale detailed study of children behaviors
|| || || || || || || || || || || || || ||
jean piaget ||
theory of cognitive development
|| || ||
family systems theory || ||
assumes that a family is understood best by examining the family as one whole system
|| || || || || || || || || || || || || ||
3 concepts of family systems theory
|| || || || ||
boundaries (who is member), equilibrium (stressors system tries to go to original state),
|| || || || || || || || || || || || ||
bidirectional(change impacts whole system) || || ||
iD
basic, primal, instincts and drives at birth, wants instant gratification, pleasure principle
|| || || || || || || || || || ||
ego
develops first 3 years of life, wants middle ground
|| || || || || || || ||
superego
acts as our conscience, morals, behave in socially acceptable ways
|| || || || || || || || ||
Freud's stages of psychosexual development
|| || || ||
oral stage, anal stage, phallic stage, latency stage, genital stage
|| || || || || || || || ||
Oral stage ||
0-1 yrs, mouth zone for instant graitifcation, sucking
|| || || || || || ||
anal stage ||
1-3 yrs , anus, potty training is taught with self control
|| || || || || || || || || ||
phallic stage ||
3-6 yrs, genitals, Oedipis complex for unconscious desire for opposite sex parent, for girls its
|| || || || || || || || || || || || || || ||
electra complex where she realizes she cant compete with mother for father
|| || || || || || || || || || ||
latency stage ||
6-12 yrs, dormant sexual feelings, focus on friends
|| || || || || || ||
genital stage ||
WESTCOTT developmental psych final Exam with accurate detailed || || || || || || || ||
answers
Continuous Development vs discontinuous development || || || ||
gradual change vs distinct stages at specific ages
|| || || || || || ||
nuclear family ||
a child lives with two married biologically-related parents and with only full siblings, if
|| || || || || || || || || || || || || ||
siblings are present. || ||
cohabiting families ||
a child's parent lives with at least one opposite‐sex, non-related adult. This additional adult
|| || || || || || || || || || || || || ||
may or may not be the biological parent of the child.
|| || || || || || || || || ||
Same‐sex cohabiting/married families || ||
a child's parent lives with at least one same‐sex, non-related adult. The additional adult may
|| || || || || || || || || || || || || ||
or may not be the biological parent of the child.
|| || || || || || || || || ||
Stepfamilies and blended families || || ||
children who live in a household formed through remarriage resulting in children living
|| || || || || || || || || || || || ||
with one or no biologically-related parents. The presence of a stepparent, stepsibling, or
|| || || || || || || || || || || || ||
half‐sibling designates a family as blended || || || || ||
family processes ||
strategies used by family members to maximize family goals || || || || || || || ||
The universal family functions
|| || ||
economic support, emotional support, socialization of children, control of sexuality
|| || || || || || || || || ||
procreation, ascribed status || ||
Over time parents with more difficult children become
|| || || || || || ||
more punitive less patient with their children
|| || || || || ||
8 Stages of human development
|| || || ||
prenatal, infancy/toddlerhood, early childhood, middle childhood, adolescence, early
|| || || || || || || ||
adulthood, middle adulthood, late adulthood || || || ||
,2
Paul Baltes' Life Span Perspective
|| || || ||
development is lifelong, multidimensional, multidirectional, plastic, influence by|| || || || || || || ||
sociocultural influences, multidisciplinary || ||
normative age-graded influences || ||
biological and environmental influences that are similar for individuals in a particular age
|| || || || || || || || || || || || ||
group
normative history-graded influences || ||
influences that are common to people of a particular generation because of historical
|| || || || || || || || || || || || ||
circumstances
What two components are significant early on in the psychosocial domain?
|| || || || || || || || || ||
Temperament and Attachment || ||
What kind of development is gradual?
|| || || || ||
Continuous Development ||
What needs to be assessed in order to understand the role family members have in
|| || || || || || || || || || || || || || ||
individual development? ||
Processes, Functions, and Family Structures || || || ||
Parents who are ____, ___, and ____ help support their children's autonomy.
|| || || || || || || || || || ||
More agreeable, less anxious, and less negative
|| || || || || ||
Over time, parents of more difficult children may become ___ punitive and ___ patient with
|| || || || || || || || || || || || || ||
their children.
|| ||
More, Less ||
How many stages of development do developmetlists believe there are?
|| || || || || || || || ||
8
At what stage of development does conception occur?
|| || || || || || ||
Prenatal development ||
stages of prenatal development
|| || ||
germinal, embryonic, fetal || ||
,2
What two things influence infants and toddlers' interactions with primary caregivers (or
|| || || || || || || || || || || ||
others)?
Separation anxiety and attachment styles || || || ||
What three aging processes can late adulthood individuals experience?
|| || || || || || || ||
Optimal, Normal, and Impaired aging || || || ||
At what age does a brain reach adult size?
|| || || || || || || ||
7
At what developmental stage are we at most risk for involvement in violent crimes and
|| || || || || || || || || || || || || || ||
substance abuse? ||
Early Adulthood ||
theory
s a well-developed set of ideas that propose an explanation for observed phenomena that
|| || || || || || || || || || || || || ||
can be used to make predictions about future observations.
|| || || || || || || ||
Hypothesis
is a testable prediction that is arrived at logically from a theory.
|| || || || || || || || || || ||
three key issues for theories
|| || || ||
passive vs active, continuity vs discontinuity, nature vs nurture
|| || || || || || || ||
G. Stanley Hall
|| ||
influenced by Darwin, believed children develop over lifetime in same way species evolved
|| || || || || || || || || || || ||
James Mark Baldwin || ||
conducted quantitative and experimental research on infant development || || || || || || ||
John B. Watson || ||
founder of behaviroism, all behaviors are learned he thought, criticized book warning
|| || || || || || || || || || || ||
against mothers providing too much love || || || || ||
sigmund freud ||
model of psychosexual development || || ||
Arnold Gesell ||
, 2
student of G. Stanely Hall, carried out first large scale detailed study of children behaviors
|| || || || || || || || || || || || || ||
jean piaget ||
theory of cognitive development
|| || ||
family systems theory || ||
assumes that a family is understood best by examining the family as one whole system
|| || || || || || || || || || || || || ||
3 concepts of family systems theory
|| || || || ||
boundaries (who is member), equilibrium (stressors system tries to go to original state),
|| || || || || || || || || || || || ||
bidirectional(change impacts whole system) || || ||
iD
basic, primal, instincts and drives at birth, wants instant gratification, pleasure principle
|| || || || || || || || || || ||
ego
develops first 3 years of life, wants middle ground
|| || || || || || || ||
superego
acts as our conscience, morals, behave in socially acceptable ways
|| || || || || || || || ||
Freud's stages of psychosexual development
|| || || ||
oral stage, anal stage, phallic stage, latency stage, genital stage
|| || || || || || || || ||
Oral stage ||
0-1 yrs, mouth zone for instant graitifcation, sucking
|| || || || || || ||
anal stage ||
1-3 yrs , anus, potty training is taught with self control
|| || || || || || || || || ||
phallic stage ||
3-6 yrs, genitals, Oedipis complex for unconscious desire for opposite sex parent, for girls its
|| || || || || || || || || || || || || || ||
electra complex where she realizes she cant compete with mother for father
|| || || || || || || || || || ||
latency stage ||
6-12 yrs, dormant sexual feelings, focus on friends
|| || || || || || ||
genital stage ||
